Christopher M. Janelle

Maximizing Performance Feedback Effectiveness through Videotape Replay and a Self-Controlled Learning Environment

This study was designed to examine whether participants who could control the schedule of performance feedback (KP) would learn differentially from those who received a rigid feedback schedule while learning a complex task. Participants (N = 48) were randomly assigned to self-controlled KP (SELF), summary KP (SUMMARY), yoked control (YOKE), or knowledge of results only (KR) conditions. Data collection consisted of an acquisition phase and a 4-day retention phase during which right-handed participants performed a left-handed ball throw. Overall, throwing form improved across trial blocks during acquisition, with the SUMMARY, SELF, and YOKE groups showing more improvement than the KR group. During retention, the SELF group retained a higher level of throwing form and accuracy in comparison to the other groups. Results suggest that when given the opportunity to control the feedback environment, learners require relatively less feedback to acquire skills and retain those skills at a level equivalent to or surpassing those who are given more feedback but receive it passively.

Anxiety, arousal and visual attention: a mechanistic account of performance variability

Despite extensive research devoted to determining the nature of the relationship between stress and performance, there has been little systematic examination of the mechanisms underlying this relationship. Recently, researchers have begun to empirically address the attentional mechanisms underlying theoretical accounts of how stress, anxiety and arousal influence performance. Given the critical role of visual attention to sport expertise, this paper focuses primarily on literature dealing with how visual cues are differentially identified and processed when performers are anxious. Emerging evidence indicates that gaze behaviour tendencies are reliably altered when performers are anxious, leading to inefficient and often ineffective search strategies. Alterations of these visual search indices are addressed in the context of both self-paced and externally paced sports events. Recommendations concerning the utility of perceptual training programmes and how these training programmes might be used as anxiety regulation interventions are discussed. The theoretical implications and directions for future research are also addressed.

Constraints on the search for visual information in sport

Abstract The ability to locate and identify relevant visual information is essential for skillful behavior in sport. Performers are required to move the eyes around the display in an efficient manner and to extract critical information using the fovea, parafovea, and/or visual periphery. According to traditional cognitive perspectives, the visual search patterns employed by performers are thought to be prescribed in an almost a‐priori manner by a symbolic code or knowledge map. In this article, we consider an alternative theoretical framework that views search behavior as being an emergent phenomenon based on the unique constraints that exist at any given moment. We present evidence to illustrate how visual search behaviors are shaped in a dynamic manner by the unique constraints imposed by the task, the environment, and the individual characteristics of the performer. Although empirical evidence is needed to clarify and support a constraints‐based explanation of visual search behavior, the ideas are intuitively appealing, and may have significant implications for theory and practice.

Emotion and motor preparation: A transcranial magnetic stimulation study of corticospinal motor tract excitability

In the present study, we examined whether preparing motor responses under different emotional conditions alters motor evoked potentials (MEPs) elicited by transcranial magnetic stimulation delivered to the motor cortex. Analyses revealed three findings: (1) Reaction times were expedited during exposure to unpleasant images, as compared with pleasant and neutral images; (2) force amplitude was greater during exposure to unpleasant images, as compared with pleasant and neutral images; and (3) MEPs were larger while participants viewed unpleasant images, as compared with neutral images. Hence, coupling the preparation of motor responses with the viewing of emotional images led to arousal-driven changes in corticospinal motor tract excitability, whereas movement speed and force production varied as a function of emotional valence. These findings demonstrate that the effects of emotion on the motor system manifest at varying sensitivity levels across behavioral and neurophysiological measures. Moreover, they validate the action readiness component of emotional experience by demonstrating that emotional states influence the execution of future movements but, alone, do not lead to overt movement.

Emotion and movement: Activation of defensive circuitry alters the magnitude of a sustained muscle contraction

Understanding the emotion-movement relationship is crucial to the development of motor theory and movement rehabilitation recommendations for a wide range of diseases and injuries that involve motor impairment. Behaviorally, when movements are executed following exposure to emotional stimuli, evidence suggests that active defensive circuitry results in faster but more variable voluntary movements. However, each of the existing protocols has involved movement execution following the offset of anxiety or emotion eliciting stimuli. The specific aim of this study, therefore, was to determine whether the continued exposure to emotional stimuli would alter the magnitude and variability of a sustained motor contraction. During the presentation of pleasant, unpleasant, neutral, and blank images, participants (N=45) were instructed to respond to the onset of an auditory stimulus by initiating and then sustaining a maximal bimanual isometric contraction of the wrist and finger extensor muscles against two independent load cells (left/right limb). Corroborating previous evidence and supporting hypothesis 1, findings indicated that exposure to unpleasant images lead to an increase in mean force production. Variability of movement, however, did not vary as a function of affective context. These findings indicate that continued exposure to unpleasant stimuli magnifies the force production of a sustained voluntary movement, without sacrificing the variability of that contraction. Mechanism driven open and closed loop explanations are offered for these phenomena, implications are addressed, and future directions are discussed.

Quiet eye duration and gun motion in elite shotgun shooting.

INTRODUCTION No literature exists to document skill-related differences in shotgun shooting and whether these may be a function of eye movements and control of gun motion. We therefore conducted an exploratory investigation of the visual search behaviors and gun barrel kinematics used by elite and subelite shooters across the three shotgun shooting subdisciplines. METHODS Point of gaze and gun barrel kinematics were recorded in groups of elite (n = 24) and subelite (n = 24) shooters participating in skeet, trap, and double trap events. Point of gaze was calculated in relation to the scene, while motion of the gun was captured by two stationary external cameras. Quiet eye (final fixation or tracking gaze that is located on a specific location/object in the visual display for a minimum of 100 ms) duration and onset were analyzed as well as gun motion profiles in the horizontal and vertical planes. RESULTS In skeet, trap, and double trap disciplines, elite shooters demonstrated both an earlier onset and a longer relative duration of quiet eye than their subelite counterparts did. Also, in all three disciplines, quiet eye duration was longer and onset earlier during successful compared with unsuccessful trials for elite and subelite shooters. Kinematic analyses indicated that a slower movement of the gun barrel was used by elite compared with subelite shooters. CONCLUSIONS Overall, stable gun motion and a longer quiet eye duration seem critical to a successful performance in all three shotgun disciplines.

Attentional control theory: Anxiety, emotion, and motor planning

The present study investigated how trait anxiety alters the balance between attentional control systems to impact performance of a discrete preplanned goal-directed motor task. Participants executed targeted force contractions (engaging the goal-directed attentional system) at the offset of emotional and non-emotional distractors (engaging the stimulus-driven attentional system). High and low anxious participants completed the protocol at two target force levels (10% and 35% of maximum voluntary contraction). Reaction time (RT), performance accuracy, and rate of change of force were calculated. Expectations were confirmed at the 10% but not the 35% target force level: (1) high anxiety was associated with slower RTs, and (2) threat cues lead to faster RTs independently of trait anxiety. These new findings suggest that motor efficiency, but not motor effectiveness is compromised in high relative to low anxious individuals. We conclude that increased stimulus-driven attentional control interferes with movements that require greater attentional resources.

Quiet eye and the Bereitschaftspotential: visuomotor mechanisms of expert motor performance.

Concurrent exploration of the Bereitschaftspotential (BP) and quiet eye period (QE) was implemented to assess potential mechanisms underlying psychomotor skills that differentiate expert and near-expert performers. Twenty golfers were classified by their USGA handicap rating as either a high handicap (HH; near-expert) or low handicap (LH; expert) to permit skill-based inferences. Participants completed 90 trials during which QE duration, BP activity, and putting performance were recorded. The application of single-subject analyses illustrated that LH golfers were more accurate and less variable in their performance than the HH group. Systematic differences in QE duration and BP were also observed, with experts exhibiting a prolonged quiet eye period and greater cortical activation in the right-central region compared with non-experts. A significant association between cortical activation and QE duration was also noted. The results of this investigation lend support to the motor programming/preparation function of the QE period. Practical and theoretical implications are presented and suggestions for future empirical work provided.

Emotion and Motor Control: Movement Attributes Following Affective Picture Processing

The authors investigated the impact of emotion on the performance of a square-tracing task after participants (N = 40) were exposed to pleasant (P), unpleasant (U), and neutral (N) pictures. Physiological and self-report measures indexed affective valence and arousal. In Experiment 1, greater error followed exposure to 4 consecutive U images than exposure to 4 consecutive P images. Speed of performance did not vary as a function of valence. In Experiment 2, participants viewed 1 slide per trial within a modified exposure protocol. Speed of performance varied as a function of valence; faster performance followed U relative to P stimuli. Accuracy of performance did not vary between conditions. Corresponding self-report and physiological measures generally corroborated previous evidence. Findings collectively indicated that the length of exposure to affective stimuli mediates speed and accuracy of motor performance; compared with P stimuli, U stimuli led to either increased error (short exposure) or increased speed (multiple exposures). The authors conclude that brief and extended exposures to affective pictures have direct behavioral consequences, and they discuss the implications of that finding.

Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition

Abstract We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours.